THE HOURS WE CAN'T BE HOME
CHAPTER 3: STAFFING THE PROGRAM
Carole Eller
Extension Educator, Youth and Resource Development
Cooperative Extension System
University of Connecticut
Elizabeth Prosl-Salsado
ExtensionEducator, Youth and Resource Development
Cooperative Extension System
University of Connecticut
Barbara A. Lescault-Cooley
Consultant
Collaboration for Connecticut's Children
Copyright/Access Information
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Before you begin advertising for staff, you will need to develop a job description for each position - director, teacher, aide. Be clear about what your expectations are for each person.
Usually, salaries are described in ranges. This allows you some flexibility in determining the final salary based upon the applicant's educational background and experience. Fringe benefits, if provided, usually total 20 percent of the salary.
Some of these must be provided, such as Workman's Compensation, unemployment insurance, and social security. Others, such as health insurance, life insurance, and retirement plans are optional. If you have limited funds, you might allocate a certain amount for benefits and let the staff help decide the specific benefit(s) they would like most.
The board of directors has the ultimate responsibility for all that happens; however, many functions may be delegated to staff. The director needs to know the decisions she/he can make and the areas that require board approval.
The director should also be responsible to one person. This might be the board president or the chairperson of your personnel committee. All board members and parents should then go through that person. This will avoid having the director responsible and responsive to the direction of ten or twenty people.
Relations with the person having authority over your site are often critical, and everyone must understand this.
Under federal regulations, Equal Employment Opportunity means that you hire people who are qualified for the job regardless of race, ethnic origin, sex, age, or handicap. Your job application may not ask for date of birth, race, sex, marital status, ethnicity, or handicap, unless the handicap would prevent someone from doing the work. It means that people should be hired for their capability. Be sure that your job application addresses the strengths that you are looking for in personnel. If the licensing regulations require a person with no history of felony convictions, ask this question on the application of all candidates, and screen out any positive responses.
There are several places to look for competent staff. Plan to hire the director first. Contact the State Employment Service and ask them to list your job with the job bank. Place short "ads" in the help wanted section of your local papers. Contact the placement offices at all local colleges. Check the substitute teacher list at your school. And finally, mention the jobs to everyone you meet.
Assign the personnel committee of your board to do the preliminary screening. This process entails checking each application to be sure the applicant meets the qualifications. Notify unqualified candidates by letter
that you are unable to consider them at this time. Schedule interviews with the remaining applicants - generally one each hour. Notify them in advance that you will be interviewing twice, once to narrow the field down to the top three candidates and again to decide on the final candidate.
In order to be as fair as possible to all candidates, the personnel committee of the board should draw up a set of questions it will ask each applicant. Rate their answers, and add up the totals to give an objective scoring. Discuss any unusual variances between scores; this may indicate bias for or against a person rather than an objective rating. Once you have narrowed the field to the top three, add any other questions you determine important, reschedule, and repeat the process with the officers included.
ONCE THE DIRECTOR IS CHOSEN, SHE/HE SHOULD BE INVITED TO PARTICIPATE IN THE SCREENING OF ANY ADDITIONAL STAFF.
Although it is not the entire base of excellence, your staff is your most important asset.
It is important to keep open channels of communication with program staff. By working together to set priorities, solve problems, and build a sound service, you will establish a good working relationship that will assure smooth program functioning. Staff satisfaction with the program, working conditions, supervision, training, and other vital areas should be monitored regularly. Concerns should be taken seriously and explored to determine their validity and then resolved.
In the regular evaluation process, staff members should be reviewed regarding their job performance, work habits, and overall functioning in the program. An initial evaluation is recommended at three months, six months, and annually thereafter, using an evaluation form. This form should be discussed with the staff member and signed by both the staff member and the supervisor. A copy of the form should always be given to the employee.
Staff evaluations, along with the application, resume, references, health certificate, job description, and hiring memorandum, are to be filed in the employee's personnel file. The evaluation may be used as the basis for promotion and salary increase.
The written evaluation may serve as the basis for disciplinary action, salary decrement, or if necessary, termination. The evaluation may also be important if there is a claim for Unemployment Compensation.
As the school age child care field is a relatively new, developing profession, the kinds of training and staff development available to those in this field is generally limited, but very necessary! The University of Connecticut, through the 4-H Youth Program of the Cooperative Extension Service, the Department of Human Resources and the Wellesley School Age Child Care Project, provide staff training. You may contact your local Cooperative Extension Service for information and assistance.
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